Pearson Hilary C, Wilbiks Jonathan M P
Department of Clinical Vision Science, Dalhousie University, Halifax, NS B3H 4R2, Canada.
Department of Psychology, University of New Brunswick, Saint John, NB E2L 4L5, Canada.
Vision (Basel). 2021 Mar 19;5(1):14. doi: 10.3390/vision5010014.
Previous studies have focused on topics such as multimodal integration and object discrimination, but there is limited research on the effect of multimodal learning in memory. Perceptual studies have shown facilitative effects of multimodal stimuli for learning; the current study aims to determine whether this effect persists with memory cues. The purpose of this study was to investigate the effect that audiovisual memory cues have on memory recall, as well as whether the use of multiple memory cues leads to higher recall. The goal was to orthogonally evaluate the effect of the number of self-generated memory cues (one or three), and the modality of the self-generated memory-cue (visual: written words, auditory: spoken words, or audiovisual). A recall task was administered where participants were presented with their self-generated memory cues and asked to determine the target word. There was a significant main effect for number of cues, but no main effect for modality. A secondary goal of this study was to determine which types of memory cues result in the highest recall. Self-reference cues resulted in the highest accuracy score. This study has applications to improving academic performance by using the most efficient learning techniques.
以往的研究主要集中在多模态整合和物体辨别等主题上，但关于多模态学习对记忆的影响的研究有限。知觉研究表明多模态刺激对学习有促进作用；本研究旨在确定这种效应在记忆线索下是否持续存在。本研究的目的是调查视听记忆线索对记忆回忆的影响，以及使用多种记忆线索是否会导致更高的回忆率。目标是正交评估自我生成的记忆线索数量（一个或三个）以及自我生成的记忆线索的模态（视觉：书面文字、听觉：口头文字或视听）的影响。进行了一项回忆任务，向参与者展示他们自我生成的记忆线索，并要求他们确定目标单词。线索数量有显著的主效应，但模态没有主效应。本研究的第二个目标是确定哪种类型的记忆线索能带来最高的回忆率。自我参照线索的准确率得分最高。本研究通过使用最有效的学习技巧，对提高学业成绩有应用价值。
